Lesson Plans Revisions
Amari BenLevi
Lesson Plan 1: Trig Ratios
• Common Core/Georgia Performance Standard(s
• MGSE9-12.G.SRT.6 Understand that by similarity, side ratios in right triangles are
properties of the angles in the triangle, leading to definitions of trigonometric ratios for
acute angles.
• Essential Question(s)
• What are trig ratios?
• When do you use trig ratios?
• How do you identify what trig ratio to use?
Resources / Connections
• Materials/Resources/ Technology
• Tablets
• Construction paper
• Markers
• Trig Ratios Worksheet
Learning Sequence 1 of 2
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Opening Session (Activating Strategy)
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Students will be prompted to provide three facts about trig ratios. They will be given the opportunity to use the textbook or their smart devices. We will
discuss their findings as a class.
Work Session (Guided Teaching of New Content)
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Key Vocabulary: Sine, Cosine, Tangent, Right angle, Adjacent Side, Opposite Side, Hypotenuse, Theta.
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Questions: Where are the different sides of the right triangle? How can you remember the three trig ratios? When do you apply these concepts?
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Modeling: I will model what is to be done prior to each activity. Every student will be issued a tablet after the completion of the warm up. The foldable will
have a tab for Sine, Cosine, and Tangent and will be done as a whole class activity to help monitor the group better. The students will be broken up into three
different groups and will be working on the same activities. First activity will require the students to watch videos from either YouTube, khan academy, or
teacher tube and add any new information to their foldable that they want. The next activity will require students to complete a guided practice with the
teacher, and the last activity will be independent practice.
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Guided practice: There will be a worksheet provided to the students. They will begin in the guided practice group and given the opportunity to work alone
once they feel like they have mastered the concept.
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Independent practice: Once students feel as if they have mastered how to identify trig rations they can begin to work independently. If the students experience
any level of difficulty during independent practice they may use the tablets to get help or rejoin the guided practice group.
Learning Sequence 2 of 2
• Closing Session
• Students will be given a right triangle and required to identify the angles within the
triangle and label the opposite side, adjacent side, and hypotenuse. They will also be
required to provide the 3 trig ratios for the given triangle.
Differentiation
• Accommodations for Identified Special Needs Students
• If there are students with IEPs in the class I will provide them with accommodations as
needed. These can range from extended time, preferred seating, or smaller amount of
problems to complete. They may also have prefilled in foldable or note taking guide.
Lesson Plan 2: Graphing Rational Expressions
• Common Core/Georgia Performance Standard(s
• MGSE9-12.F.IF.7 Graph functions expressed algebraically and show key features of the graph both by
hand and by using technology.
• MGSE9-12.F.IF.7d Graph rational functions, identifying zeros and asymptotes when suitable
factorizations are available, and showing end behavior.
• Essential Question(s)
• What is a rational expression?
• What are the properties of a rational expression?
• What are the characteristics of a graph of a rational expression?
• How do you graph a rational expression?
Resources / Connections
• Materials/Resources/ Technology
• Desmos website: student.desmos.com class code: k5xu
• https://teacher.desmos.com/polygraph/teacher/
• Worksheet
Learning Sequence 1 of 2
• Opening Session (Activating Strategy)
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Students will be given a rational functions to graph and provide properties for.
• Work Session (Guided Teaching of New Content)
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Key Vocabulary: zeros, roots, horizontal asymptotes, vertical asymptotes, y intercept, end behavior, relative maximum, relative minimum
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Modeling: I will explain the flow of the activity before issuing tablets to the students. I will also complete an example with them so that
they will better understand the activity. I will allow then allow them to do another round to help explain the flow of the game. I will
walk around the room to answer any other questions once the students have started the activity.
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Guided practice: I am able to monitor the questions that are being asked. I can use this to help identify interesting questions that are
being asked. This will help guide the future instruction of the concept.
Questions: This activity is done in three steps that involve questioning. The first step the students paly a practice round on the
computer to see how the game works. Step two, student are paired with a classmate to play polygraph with rational functions. One
person chooses a rational function and their partner ask yes or no questions in order to narrow a field of suspects down to one.
Between rounds, students answer questions that focus their attention on vocabulary and strategy.
Learning Sequence 2 of 2
• Closing Session
• I will conduct a whole class discussion of the activity not only to gauge understanding,
but to see what aspects of the activity the students did/didn’t like. I will also identify
students that asked very good questions throughout the activity.
Differentiation
• Accommodations for Identified Special Needs Students
• If there are students with IEPs in the class I will provide them with accommodations as
needed. These can range from extended time, preferred seating, or smaller amount of
problems to complete. For this activity I will assist them with the typing if they may
struggle with writing or reading. I may also allow them to go with the co-teacher in
order to be provided more intense help.
Lesson Plan 3: Similar Triangles
• Common Core/Georgia Performance Standard(s
• MCC9‐12.G.SRT.2 Given two figures, use the definition of similarity in terms of similarity transformations to
decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the
equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
• Essential Question(s)
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What are the properties of similar triangles?
How do you classify similar triangles?
What is a scale factor?
How do you properly use scale factors?
What is a dilation?
Resources / Connections
• Materials/Resources/ Technology
• Tablets/cell phones
• KAHOOT
• Study guide
Learning Sequence 1 of 2
• Opening Session (Activating Strategy)
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Students will be prompted to complete any problems that they have not done on their review sheet for the test. They will
also be asked to identify 5 questions they would like for me to work out on the board.
• Work Session (Guided Teaching of New Content)
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Key Vocabulary: dilation, scale factor, similarity postulates, proportion
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Modeling: We will play a non-math related kahoot to
Questions: This computer game is a quick and competitive way to check for understanding. The game allows the students to
submit the answers to a multiple choice question using their smart phone. The faster that they answer with the correct
answer the more points they receive. This game provides a fast way to see the ability groups in the classroom. I am also able
to see what type of questions I need to focus more on prior to the test.
Guided practice: Completing problems from study guide on the board. Providing wrong answers and allowing students to
analyze why the answer is wrong and what mistake was made.
Learning Sequence 2 of 2
• Closing Session
• I will conduct a whole class discussion of the activity not only to gauge understanding,
but to see what aspects of the activity the students did/didn’t like. I will also reward
the top five students from the game with extra points on the test.
Differentiation
• Accommodations for Identified Special Needs Students
• If there are students with IEPs in the class I will provide them with accommodations as
needed. These can range from extended time, preferred seating, or the option to work
in pairs. For this activity, the answer choices on the mobile devices will be color coded
and have corresponding shapes. I may also allow them to go with the co-teacher in
order to be provided more intense personalized help with the study guide review.